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Using Quality Feedback to Guide Professional Learning
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Using Quality Feedback to Guide Professional Learning
A Framework for Instructional Leaders

First Edition


256 pages | Corwin

Professional development just got more effective. 

To really help teachers grow and have a more positive impact on their students, transform your feedback! With this guide to quality feedback, you’ll get your message across clearly and successfully, and promote professional growth as never before—with lasting results.

Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book will help you give feedback that’s both heard and understood. Features include

  • Research-based coverage aligned with the Learning Forward Standards for Professional Learning
  • Structures for responding to teacher-created assessments,  live observations, and  videotaped lessons
  • Advice that fits seamlessly into existing initiatives and support systems
  • Tools, artifacts, vignettes, and examples of quality feedback in practice

The benefits of quality feedback are powerful, including high levels of accountability, bridges to new learning, and continuous improvement. Put it to work with your team and see the results for yourself.

“I have read a lot of books about how to improve classroom instruction. This book ranks with the best of them. I encourage anyone who works to improve the quality of our schools to study this valuable resource.” 
David G. Daniels
Principal
Susquehanna Valley Senior High School
Conklin, New York

“This book is a must have for any professional development team and/or instructional leader. Its ideas will positively impact student learning by allowing teachers of all abilities to learn, grow, and improve their instructional practice . . .”
Michelle Kelly
Curriculum and Instructional Coach
Great Falls, Montana
 
List of Figures
 
Foreword by Pam Robbins
 
Preface
 
Acknowledgments
 
About the Authors
 
Chapter 1: Why Use Quality Feedback to Guide Professional Learning?
Our Journey Toward Quality Feedback

 
Administrator’s Turn

 
Coach’s Turn

 
Measurable Results: Impact Data

 
A Note About Culture

 
Defining Quality Feedback

 
Immediate Implementation of Quality Feedback

 
From Words to Action

 
 
Chapter 2: What Research Guides Our Beliefs About Professional Learning?
Beliefs About Professional Learning

 
Teachers as Professionals: Honoring Teacher Voice by Tailoring Professional Learning

 
Administrator’s Turn

 
Coach’s Turn

 
Learning as a Social Process

 
Quality Feedback as a Tool for Reflection

 
Providing Feedback in One-on-One Professional Learning Settings

 
Coach’s Turn

 
From Words to Action

 
 
Chapter 3: How Can Quality Feedback Be Used to Guide Professional Learning?
Research and Related Studies on Quality Feedback

 
Using Feedback to Grow Your Teachers Versus Weeding Them Out

 
Administrator’s Turn

 
Teacher’s Turn

 
Coach’s Turn

 
Additional Notes Regarding Our Experience With Providing Quality Feedback

 
From Words to Action

 
 
Chapter 4: How Can Quality Feedback Support the Novice Teacher?
Research and Rationale for Creating Strong Induction Programs

 
Sample Professional Learning Opportunities to Provide Feedback to Novice Teachers

 
Administrator’s Turn

 
Coach’s Turn

 
Teacher’s Turn

 
From Words to Action

 
 
Chapter 5: How Can Quality Feedback Guide the Good Teacher to Greatness?
Lessons from Good to Great

 
Sample Professional Learning Opportunities That Empower Teachers

 
Coach’s Turn

 
Pushing the Envelope and Achieving Consistent Excellence

 
Administrator’s Turn

 
Teacher’s Turn

 
From Words to Action

 
 
Chapter 6: How Can Quality Feedback Support the Struggling Teacher?
Sample Professional Learning Opportunities to Support Struggling Teachers

 
Administrator’s Turn

 
Teacher’s Turn

 
Coach’s Turn

 
From Words to Action

 
 
Chapter 7: How Can Instructional Leaders Provide Quality Feedback on Assessments?
Build an Assessment-Literate Culture

 
Teacher’s Turn

 
Sample Professional Learning Opportunities to Support Teachers

 
Teacher’s Turn

 
System of Assessment Validation

 
Administrator’s Turn

 
Coach’s Turn

 
From Words to Action

 
 
Chapter 8: How Can Instructional Leaders Provide Quality Feedback by Observing?
Making Observations a Priority

 
Administrator’s Turn

 
Observation Techniques

 
Sample Professional Learning Opportunities to Support Teachers

 
Coach’s Turn

 
Teacher’s Turn

 
From Words to Action

 
 
Chapter 9: How Can Instructional Leaders Provide Quality Feedback Through the Use of Video?
How It All Began: A Little Bit of Context

 
Rationale for Using Video

 
Sample Professional Learning Opportunities to Support Teachers

 
Teacher’s Turn

 
Administrator’s Turn

 
Coach’s Turn

 
Expanding the Use of Video

 
Teacher's Turn

 
From Words to Action

 
 
Epilogue
 
Appendix A. Characteristics of Quality Feedback (Figure 1.2)
 
Appendix B. Quality of Feedback: Supporting Administrator Feedback to Teachers Throughout the Year
 
Appendix C
C1. Tool 2 QPA Sorting Kindergarten

 
C2. QPA Plan Sorting Kindergarten

 
C3. QPA Sorting Assessment Kindergarten

 
 
Appendix D
D1. Tool 2 Assessment Validation Newspaper Project English III

 
D2. Newspaper Project English III Assessment With Feedback

 
 
Appendix E
E1. Tool 2 Assessment Validation World Religions

 
E2. World Religions Assessment With Feedback

 
 
Recommended Readings
 
References
 
Index

Sample Materials & Chapters

Preface

Chapter 1


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Shawn Berry Clark

As an alumna of the University of South Carolina, Shawn Berry Clark’s academic degrees include: Bachelor's of Science in Psychology, Master's of Education in Early Childhood, Master's of Education in Education Administration, and PhD in Education Administration. Her career moves include working in the following areas: participant with the Youth Diversion Project for at-risk youth at USC, youth counselor at The Boys and Girls Club, teacher at USC Children's Center and Webber Elementary School, and administrator at Saluda Middle School for 11 years. Currently, Shawn serves as Director of Curriculum and Instruction for Saluda County Schools. ... More About Author

Abbey S. Duggins

Abbey Spoonmore Duggins has spent the last fourteen years as a middle school English teacher and literacy coach, a middle and high school instructional coach, and a high school assistant principal for instruction. She has master’s degrees in Language and Literacy and Educational Administration, as well as a PhD in Language and Literacy from the University of South Carolina.   A member of several professional organizations, Abbey is energized by learning, reading, and interacting with students and colleagues. She has recently served her state as president of the South Carolina Leaders of Literacy (SCLL) and is on the board of the... More About Author

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